The peasant week of the PAD-DF educational center: a dialogue with the principles of rural education

Abstract

This article aims to reflect on the principles of Rural Education that dialogue with the Peasant Week, held in the Educational Center of the Program of Directed Settlement of the Federal District (CED PAD-DF). It is a qualitative research, developed in the form of participant research, considering the insertion of one of the authors in the coordination and execution of the event. The approach adopted is descriptive-reflective, with support in bibliographic research based on the references of Field Education and Movement Pedagogy. The experience is anchored in the conception of contextualized and anti-hegemonic education, based on work, collective organization and self-organization as formative principles. The results show that the Peasant Week is constituted as an educational and emancipatory praxis, which integrates popular and scholastic and academic knowledge, values peasant identities and strengthens the bond between school, territory and community. Throughout its history, the event has been consolidated as a space of resistance, dialogue and pedagogical transformation, reaffirming that Field Education goes beyond the condition of teaching modality and is realized as a political-pedagogical project of human emancipation.